The agenda for Wednesday, April 7 includes reviewing homework problems 3 and 4.3 in math, reflecting on a passage from page 62, and potentially beginning work on an upcoming project or unit test.
Students must complete an exam paper by answering all four questions, and have lined and blank paper to finish the Whitsun homework due on Tuesday June 3rd, 2014. Any student who does not satisfactorily complete the homework will receive an hour-long detention each night until it is finished. Students with problems on the homework should email the teacher for advice within 2 hours.
Comparing & Scaling Problem 3 4 SummaryKathy Favazza
The agenda for Monday, March 1st includes completing homework, finishing a rough draft of a math reflection, and working on problem 3.4 about two different rates. Students will first work individually on problem 3.4, then compare solutions in groups, and finally discuss as a class the meaning of a unit rate and why it is useful.
The document outlines tasks to complete for the work day including turning in homework, taking an SAT test in math problem solving, considering timed tests or silent reading, and looking at mental math timing. It also notes an assignment of test #10 scheduled for the following Friday.
The document provides details of an agenda for a Thursday meeting. It includes reviewing homework assignments and correcting a problem, a 1 question quiz about mixing orange juice concentrates, and information about sharing pizza between different group sizes.
Este documento presenta un proyecto para fomentar el deporte entre los niños de una vereda rural con pocos recursos. El proyecto tiene los objetivos de investigar sobre la educación física para recuperar prácticas deportivas, fomentar una vida saludable a través de actividades físicas e implementar las TIC en la educación física. Se describen los antecedentes, justificación, objetivos, marco teórico y metodología del proyecto.
Diapositivas del proyecto de la escuela san luiscolegioSanLuis
El documento presenta un proyecto de educación física para niños de primaria en una vereda rural con poco acceso a deportes. El proyecto busca fomentar una vida saludable a través de actividades que vinculan diferentes áreas como matemáticas, ciencias y TIC. Se propone utilizar metodologías como trabajo en grupo y resolución de problemas. El objetivo es modificar la cultura frente al deporte e implementar valores a través de ejercicios físicos.
The document outlines an agenda for a Monday math class. It includes welcoming students back and introducing a new unit on comparing and scaling. Students are assigned homework problems from their textbooks and daily responsibilities for the scribe role. The rest of the document provides four comparisons of results from a taste test between Bolda Cola and Cola Nola, asking students to determine what each comparison conveys, what information is missing, and if each comparison is accurate.
Vinculación de la educación física con otras asignaturasJULIO CESAR
Este documento describe las competencias y contenidos de la asignatura de Educación Física y cómo se vinculan con otras asignaturas de Educación Básica como Ciencias Naturales, Formación Cívica y Ética, Español y Matemáticas. La Educación Física aborda conceptos como la corporalidad, la expresión motriz, y el control motor que se relacionan con contenidos de otras asignaturas como la representación del movimiento en Ciencias, la autoafirmación en Formación Cívica, la comunicación en Español y los conceptos
Students must complete an exam paper by answering all four questions, and have lined and blank paper to finish the Whitsun homework due on Tuesday June 3rd, 2014. Any student who does not satisfactorily complete the homework will receive an hour-long detention each night until it is finished. Students with problems on the homework should email the teacher for advice within 2 hours.
Comparing & Scaling Problem 3 4 SummaryKathy Favazza
The agenda for Monday, March 1st includes completing homework, finishing a rough draft of a math reflection, and working on problem 3.4 about two different rates. Students will first work individually on problem 3.4, then compare solutions in groups, and finally discuss as a class the meaning of a unit rate and why it is useful.
The document outlines tasks to complete for the work day including turning in homework, taking an SAT test in math problem solving, considering timed tests or silent reading, and looking at mental math timing. It also notes an assignment of test #10 scheduled for the following Friday.
The document provides details of an agenda for a Thursday meeting. It includes reviewing homework assignments and correcting a problem, a 1 question quiz about mixing orange juice concentrates, and information about sharing pizza between different group sizes.
Este documento presenta un proyecto para fomentar el deporte entre los niños de una vereda rural con pocos recursos. El proyecto tiene los objetivos de investigar sobre la educación física para recuperar prácticas deportivas, fomentar una vida saludable a través de actividades físicas e implementar las TIC en la educación física. Se describen los antecedentes, justificación, objetivos, marco teórico y metodología del proyecto.
Diapositivas del proyecto de la escuela san luiscolegioSanLuis
El documento presenta un proyecto de educación física para niños de primaria en una vereda rural con poco acceso a deportes. El proyecto busca fomentar una vida saludable a través de actividades que vinculan diferentes áreas como matemáticas, ciencias y TIC. Se propone utilizar metodologías como trabajo en grupo y resolución de problemas. El objetivo es modificar la cultura frente al deporte e implementar valores a través de ejercicios físicos.
The document outlines an agenda for a Monday math class. It includes welcoming students back and introducing a new unit on comparing and scaling. Students are assigned homework problems from their textbooks and daily responsibilities for the scribe role. The rest of the document provides four comparisons of results from a taste test between Bolda Cola and Cola Nola, asking students to determine what each comparison conveys, what information is missing, and if each comparison is accurate.
Vinculación de la educación física con otras asignaturasJULIO CESAR
Este documento describe las competencias y contenidos de la asignatura de Educación Física y cómo se vinculan con otras asignaturas de Educación Básica como Ciencias Naturales, Formación Cívica y Ética, Español y Matemáticas. La Educación Física aborda conceptos como la corporalidad, la expresión motriz, y el control motor que se relacionan con contenidos de otras asignaturas como la representación del movimiento en Ciencias, la autoafirmación en Formación Cívica, la comunicación en Español y los conceptos
This document provides an agenda for a session on integrating technology for all, including sharing, storing, and collaborating. It discusses using Remind to safely communicate with students and parents, Feedly for organizing RSS feeds from blogs into collections, and Google tools like Chrome, Drive, and Classroom for collaboration. The session also covers subscribing to blogs on Feedly and finding educational blogs to follow.
Edu614 session 8 sf 15 teacher resources, at & iPad Kathy Favazza
This document provides an agenda and resources for a teacher training session on assistive technology and iPads in the classroom. The agenda includes presentations from teachers on how they integrate technology, a course evaluation, and discussions on teaching web literacy, universal design for learning, and assistive technology tools like iPads. The document then lists numerous apps and websites for using technology in the classroom and provides guidance on selecting, implementing and evaluating assistive technology for students.
This document provides information about tools and resources for technology integration in the classroom. It includes:
- Details about upcoming presentations on using technology, with examples of tools like Blendspace, VoiceThread, and QR codes.
- An overview of Visual Lesson Creator for creating digital lessons and quizzes that can be shared.
- Information about signing up for a VoiceThread educator account and examples of how to create VoiceThreads.
- Links to tutorials and examples of using tools like Symbaloo, Vimeo, and the flipped classroom model for video instruction.
This document provides an agenda for an education technology session that includes tools and resources for teachers. It discusses iPads, project presentations, classroom tools like Socrative, Glogster, Symbaloo and Pinterest. It also mentions word clouds, speech to text tools like Voki, the SAMR model of technology integration, and teacher resource sites like Education Week, ISTE and Edutopia. Presenters will meet with attendees to discuss projects and there will be 15 minute project presentations with written plans on classroom use.
This document provides an agenda and resources for a teaching session. It includes:
- An agenda that discusses meeting with attendees to talk about projects, classroom tools, and project presentations.
- Information about several classroom tools and online resources for teachers, including Socrative, Symbaloo, Pinterest, Word Clouds using Wordle and Tagxedo, speech to text using Voki, and the SAMR model.
- Links to additional teacher resources like Education Week, the International Society for Technology in Education, and Edutopia from the George Lucas Foundation.
This document provides an overview of various smart technologies and presentation tools that can be used in education, including ThingLink, PhotoPeach, Storybird, Smart Exchange, Notebook Gallery, Cybrary Man, and more. It then discusses specific presentation tools like PowerPoint, Keynote, SlideShare, and Google Docs presentations. It provides instructions for taking screenshots, sharing presentations online using these tools, and creating boards using Boardmaker for communication or teaching subjects. Overall, the document introduces a range of digital tools and resources for creating and sharing multimedia presentations and visual aids in educational settings.
This document provides an agenda for an educational session covering various digital tools including Google Drive, Instagram, Wikis, Edmodo, Skype, ooVoo, copyright issues, and using stories and photos in the classroom. It lists features and resources for each tool, such as using Google docs for collaboration, keeping an Instagram account private for students and parents, embedding wikis for interactive learning, using Edmodo like Facebook or Ning with a calendar and gradebook, and holding video chats with Skype or ooVoo. Copyright guidelines and finding copyright-friendly images and media are also discussed.
This document provides an agenda and instructions for a session on integrating technology. It discusses several tools including Remind, Feedly, Google Drive, Google Forms, Google Apps, and Twitter. Specific tips are provided on using these tools, such as sending private messages through Remind, subscribing to blogs on Feedly, creating and grading forms with Google Forms and Flubaroo, and ways to interact on Twitter like following accounts and using hashtags. Teachers are assigned a task to create a Google Form with questions and answers to grade with Flubaroo.
This document provides an agenda and overview for the first session of the EDU614 and EDU630 courses taught by Kathy Favazza at Gordon College. The session will include introducing the syllabus and course, a presentation on the value of technology, setting up accounts on the class website Ning and Google, and introductions from students about their teaching experience and favorite technologies. Guidelines are also provided around computer issues, polling during class, email communication, and using the Diigo bookmarking tool.
This document provides an agenda and resources for integrating technology into education, including Universal Design for Learning (UDL) principles, assistive technology, and iPad apps. It discusses teaching web literacy, UDL guidelines that address representation, expression, and engagement, and the SETT framework for selecting assistive technologies based on the Student, Environment, Task, and Tool. Examples of assistive technology tools and resources from organizations like CAST and the DESE are provided. Useful iPad apps for the classroom are shared, and the potential for iPads to be transformative for students with special needs is discussed.
This document provides an agenda and overview of tools that can be used in the classroom. It discusses several interactive tools like Socrative, Glogster, QR codes, Symbaloo, and Pinterest. It also mentions flipped classroom approaches using videos on Vimeo. Other topics covered include word clouds, speech to text with Voki, the Technology Integration Matrix, and teacher resources from Education Week, ISTE, and Edutopia. Next week's session will focus on using iPads in the classroom.
This document provides an agenda and resources for tools that can be used in the classroom. It includes:
1) A discussion of presentations to be given by students on using technology in the classroom along with requirements for the presentations.
2) An overview of several web tools for the classroom including Socrative, Glogster, QR codes, Symbaloo, Pinterest, Vimeo, flipped classrooms, ooVoo, word clouds, speech to text tools, and resources from Education Week, ISTE, and Edutopia.
3) Information on using these tools in lessons and examples of how they have been used by teachers and students.
This document provides an agenda and overview of tools that can be used in the classroom. It discusses several interactive tools for students like Socrative, Glogster, QR codes, Symbaloo and Pinterest. It also covers tools for creating and sharing videos, using word clouds, speech recognition software and ways to integrate technology into lessons. Resources for teachers are highlighted, including Education Week, the International Society for Technology in Education, TeacherTube and Edutopia.
1. The lesson teaches first grade students about U.S. coins and their values using the storybook Monster Money. Students will explore coins, complete charts about coin attributes, and play a matching game to learn that a penny is worth 1 cent, a nickel is worth 5 cents, a dime is worth 10 cents, and a quarter is worth 25 cents.
2. An assessment includes students matching coins to their values on a worksheet. The lesson incorporates multiple representations like coins, charts, and a storybook to engage students in learning about money.
3. The lesson supports all students through visuals, hands-on exploration, and opportunities for individual help or challenge. It closes with a coin cleanup and exit ticket
Edu614 session 5 spring 15 smart, presentation tools boardmakerKathy Favazza
This document provides an agenda and overview for a session on integrating technology tools for teaching. It discusses Smart Notebook, presentation tools like PowerPoint, Keynote and Prezi, as well as Google Docs presentations. It also covers uploading presentations to SlideShare and embedding them on Ning. Finally, it introduces Boardmaker software for creating visual supports and communication tools. Participants are instructed to create sample activities and presentations using several of these tools to share online.
Edu614 session 5 spring 15 smart, presentation tools boardmakerKathy Favazza
This document provides an agenda and overview for a session on integrating technology tools for teaching. It discusses Smart Notebook, presentation tools like PowerPoint, Keynote and Prezi, as well as Google Docs presentations. It also covers uploading presentations to SlideShare and embedding them on Ning. Finally, it introduces Boardmaker software for creating visual supports and communication tools. Participants are instructed to create sample activities and presentations using several of these tools to share online.
Edu614 session 5 spring 15 smart, presentation tools boardmakerKathy Favazza
This document discusses various presentation tools including Smart Notebook, PowerPoint, Keynote, Prezi, Google Docs, and Boardmaker. It provides an agenda that includes investigating tutorials and resources for these tools. For Smart Notebook, it recommends exploring online tutorials, templates and activities. It also lists resources like Smart Exchange and The Notebook Gallery for finding Smart Notebook lessons. The document encourages practicing with the different tools by creating presentations and uploading them to SlideShare or Google Docs.
This document provides an overview and instructions for using various educational technology tools, including Diigo for online bookmarking, ThingLink for creating interactive images, Voicethread for multimedia discussions, Scoop.it for curating topics, and Weebly for building websites. It discusses signing up and joining groups for Diigo, how to tag bookmarks, and video tutorials. For ThingLink, it mentions using interactive pictures in blogs and classrooms. Voicethread is described as allowing 50 voicethreads with a $60/year educator account. Weebly is presented as a way to create free student websites.
Edu614 session 3 spring 15 wikis copyright photosKathy Favazza
This document provides an agenda for an education session covering various digital tools including Instagram, wikis, Edmodo, Skype, copyright, and using pictures to tell stories. It lists features and resources for each tool, such as ways to use Instagram in the classroom, free wiki sites, how to set up an Edmodo teacher account, and copyright-friendly image sources. Guidelines and videos about copyright and fair use are also referenced.
This document provides an agenda for an education technology session that covers various tools including wikis, Edmodo, copyright, storytelling with pictures, and VoiceThread. It lists features and resources for each tool, such as ways wikis can be used for collaborative learning, how Edmodo functions similarly to Facebook and includes a gradebook, guidelines for copyright and fair use, and how VoiceThread allows adding audio comments to slides.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
This document provides an agenda for a session on integrating technology for all, including sharing, storing, and collaborating. It discusses using Remind to safely communicate with students and parents, Feedly for organizing RSS feeds from blogs into collections, and Google tools like Chrome, Drive, and Classroom for collaboration. The session also covers subscribing to blogs on Feedly and finding educational blogs to follow.
Edu614 session 8 sf 15 teacher resources, at & iPad Kathy Favazza
This document provides an agenda and resources for a teacher training session on assistive technology and iPads in the classroom. The agenda includes presentations from teachers on how they integrate technology, a course evaluation, and discussions on teaching web literacy, universal design for learning, and assistive technology tools like iPads. The document then lists numerous apps and websites for using technology in the classroom and provides guidance on selecting, implementing and evaluating assistive technology for students.
This document provides information about tools and resources for technology integration in the classroom. It includes:
- Details about upcoming presentations on using technology, with examples of tools like Blendspace, VoiceThread, and QR codes.
- An overview of Visual Lesson Creator for creating digital lessons and quizzes that can be shared.
- Information about signing up for a VoiceThread educator account and examples of how to create VoiceThreads.
- Links to tutorials and examples of using tools like Symbaloo, Vimeo, and the flipped classroom model for video instruction.
This document provides an agenda for an education technology session that includes tools and resources for teachers. It discusses iPads, project presentations, classroom tools like Socrative, Glogster, Symbaloo and Pinterest. It also mentions word clouds, speech to text tools like Voki, the SAMR model of technology integration, and teacher resource sites like Education Week, ISTE and Edutopia. Presenters will meet with attendees to discuss projects and there will be 15 minute project presentations with written plans on classroom use.
This document provides an agenda and resources for a teaching session. It includes:
- An agenda that discusses meeting with attendees to talk about projects, classroom tools, and project presentations.
- Information about several classroom tools and online resources for teachers, including Socrative, Symbaloo, Pinterest, Word Clouds using Wordle and Tagxedo, speech to text using Voki, and the SAMR model.
- Links to additional teacher resources like Education Week, the International Society for Technology in Education, and Edutopia from the George Lucas Foundation.
This document provides an overview of various smart technologies and presentation tools that can be used in education, including ThingLink, PhotoPeach, Storybird, Smart Exchange, Notebook Gallery, Cybrary Man, and more. It then discusses specific presentation tools like PowerPoint, Keynote, SlideShare, and Google Docs presentations. It provides instructions for taking screenshots, sharing presentations online using these tools, and creating boards using Boardmaker for communication or teaching subjects. Overall, the document introduces a range of digital tools and resources for creating and sharing multimedia presentations and visual aids in educational settings.
This document provides an agenda for an educational session covering various digital tools including Google Drive, Instagram, Wikis, Edmodo, Skype, ooVoo, copyright issues, and using stories and photos in the classroom. It lists features and resources for each tool, such as using Google docs for collaboration, keeping an Instagram account private for students and parents, embedding wikis for interactive learning, using Edmodo like Facebook or Ning with a calendar and gradebook, and holding video chats with Skype or ooVoo. Copyright guidelines and finding copyright-friendly images and media are also discussed.
This document provides an agenda and instructions for a session on integrating technology. It discusses several tools including Remind, Feedly, Google Drive, Google Forms, Google Apps, and Twitter. Specific tips are provided on using these tools, such as sending private messages through Remind, subscribing to blogs on Feedly, creating and grading forms with Google Forms and Flubaroo, and ways to interact on Twitter like following accounts and using hashtags. Teachers are assigned a task to create a Google Form with questions and answers to grade with Flubaroo.
This document provides an agenda and overview for the first session of the EDU614 and EDU630 courses taught by Kathy Favazza at Gordon College. The session will include introducing the syllabus and course, a presentation on the value of technology, setting up accounts on the class website Ning and Google, and introductions from students about their teaching experience and favorite technologies. Guidelines are also provided around computer issues, polling during class, email communication, and using the Diigo bookmarking tool.
This document provides an agenda and resources for integrating technology into education, including Universal Design for Learning (UDL) principles, assistive technology, and iPad apps. It discusses teaching web literacy, UDL guidelines that address representation, expression, and engagement, and the SETT framework for selecting assistive technologies based on the Student, Environment, Task, and Tool. Examples of assistive technology tools and resources from organizations like CAST and the DESE are provided. Useful iPad apps for the classroom are shared, and the potential for iPads to be transformative for students with special needs is discussed.
This document provides an agenda and overview of tools that can be used in the classroom. It discusses several interactive tools like Socrative, Glogster, QR codes, Symbaloo, and Pinterest. It also mentions flipped classroom approaches using videos on Vimeo. Other topics covered include word clouds, speech to text with Voki, the Technology Integration Matrix, and teacher resources from Education Week, ISTE, and Edutopia. Next week's session will focus on using iPads in the classroom.
This document provides an agenda and resources for tools that can be used in the classroom. It includes:
1) A discussion of presentations to be given by students on using technology in the classroom along with requirements for the presentations.
2) An overview of several web tools for the classroom including Socrative, Glogster, QR codes, Symbaloo, Pinterest, Vimeo, flipped classrooms, ooVoo, word clouds, speech to text tools, and resources from Education Week, ISTE, and Edutopia.
3) Information on using these tools in lessons and examples of how they have been used by teachers and students.
This document provides an agenda and overview of tools that can be used in the classroom. It discusses several interactive tools for students like Socrative, Glogster, QR codes, Symbaloo and Pinterest. It also covers tools for creating and sharing videos, using word clouds, speech recognition software and ways to integrate technology into lessons. Resources for teachers are highlighted, including Education Week, the International Society for Technology in Education, TeacherTube and Edutopia.
1. The lesson teaches first grade students about U.S. coins and their values using the storybook Monster Money. Students will explore coins, complete charts about coin attributes, and play a matching game to learn that a penny is worth 1 cent, a nickel is worth 5 cents, a dime is worth 10 cents, and a quarter is worth 25 cents.
2. An assessment includes students matching coins to their values on a worksheet. The lesson incorporates multiple representations like coins, charts, and a storybook to engage students in learning about money.
3. The lesson supports all students through visuals, hands-on exploration, and opportunities for individual help or challenge. It closes with a coin cleanup and exit ticket
Edu614 session 5 spring 15 smart, presentation tools boardmakerKathy Favazza
This document provides an agenda and overview for a session on integrating technology tools for teaching. It discusses Smart Notebook, presentation tools like PowerPoint, Keynote and Prezi, as well as Google Docs presentations. It also covers uploading presentations to SlideShare and embedding them on Ning. Finally, it introduces Boardmaker software for creating visual supports and communication tools. Participants are instructed to create sample activities and presentations using several of these tools to share online.
Edu614 session 5 spring 15 smart, presentation tools boardmakerKathy Favazza
This document provides an agenda and overview for a session on integrating technology tools for teaching. It discusses Smart Notebook, presentation tools like PowerPoint, Keynote and Prezi, as well as Google Docs presentations. It also covers uploading presentations to SlideShare and embedding them on Ning. Finally, it introduces Boardmaker software for creating visual supports and communication tools. Participants are instructed to create sample activities and presentations using several of these tools to share online.
Edu614 session 5 spring 15 smart, presentation tools boardmakerKathy Favazza
This document discusses various presentation tools including Smart Notebook, PowerPoint, Keynote, Prezi, Google Docs, and Boardmaker. It provides an agenda that includes investigating tutorials and resources for these tools. For Smart Notebook, it recommends exploring online tutorials, templates and activities. It also lists resources like Smart Exchange and The Notebook Gallery for finding Smart Notebook lessons. The document encourages practicing with the different tools by creating presentations and uploading them to SlideShare or Google Docs.
This document provides an overview and instructions for using various educational technology tools, including Diigo for online bookmarking, ThingLink for creating interactive images, Voicethread for multimedia discussions, Scoop.it for curating topics, and Weebly for building websites. It discusses signing up and joining groups for Diigo, how to tag bookmarks, and video tutorials. For ThingLink, it mentions using interactive pictures in blogs and classrooms. Voicethread is described as allowing 50 voicethreads with a $60/year educator account. Weebly is presented as a way to create free student websites.
Edu614 session 3 spring 15 wikis copyright photosKathy Favazza
This document provides an agenda for an education session covering various digital tools including Instagram, wikis, Edmodo, Skype, copyright, and using pictures to tell stories. It lists features and resources for each tool, such as ways to use Instagram in the classroom, free wiki sites, how to set up an Edmodo teacher account, and copyright-friendly image sources. Guidelines and videos about copyright and fair use are also referenced.
This document provides an agenda for an education technology session that covers various tools including wikis, Edmodo, copyright, storytelling with pictures, and VoiceThread. It lists features and resources for each tool, such as ways wikis can be used for collaborative learning, how Edmodo functions similarly to Facebook and includes a gradebook, guidelines for copyright and fair use, and how VoiceThread allows adding audio comments to slides.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.